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Writing for Kindergarten through Grade 5
Writing for Kindergarten through Grade 5
Pages and Files
Fifth Grade Writing TEKS
First Grade Writing TEKS
Fourth Grade Writing TEKS
Kindergarten Writing TEKS
Second Grade Writing TEKS
Third Grade Writing TEKS
Fifth Grade Writing TEKS
Fifth Grade Writing TEKS
Fifth Grade Writing Skills
(15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
Prewriting—This step is directed toward finding a topic to write about, and is sometimes referred to as generating ideas or brainstorming. Prewriting focuses exclusively on the content of the piece of writing for the appropriate audience. Fifth graders are expected to plan a first draft by determining an appropriate topic, sometimes from a purpose set by the teacher, and other times from one’s own reading or life experiences. Text-to-text, text-to-self, and text-to world connections are well within the abilities of fifth grade students and should be expected. Through teacher-modeling, students learn the importance of recording their experiences and sharing with others. The definition of “experiences” should be broad, including the classroom, home, family, friends, reading, etc.
Drafting—The second step of the writing process is to put on paper the ideas that surfaced during prewriting. Drafting combines prewriting with the “pencil to paper” work. The writer chooses an appropriate organizational strategy for the topic and then focuses on the content of the writing and presenting the information. An effective organizational strategy allows the writer to convey the information/message in a manner that allows the reader to appreciate the writer’s intent. Drafting, as well as the other steps in the writing process, may take more than one day. The process is not necessarily linear; it is recursive, tending to blend steps rather than neatly separate. As the revision process develops, the writer will build on ideas to complete a focused, coherent, and well-organized piece of writing.
Revising—This comes after the writer has worked through ideas and drafted the paper. Revision means to “revisit”. Time and thought should be invested by sharing the writing with others, usually the teacher and/or peers, and considering their input. Fifth grade students must learn to give and receive advice on the improvement of writing to provide details, clarification of meaning, and deleting unnecessary information. Revision is a critical step, and teachers must model this repeatedly as students become more thorough and sophisticated working with the revision process.
Fourth grade instruction is often directed toward the TAKS writing test and the need to pass. Fifth grade instruction can be taken to a deeper level, especially in the revision process, to allow students to produce more thoughtful, sophisticated pieces. Reading comprehension will be enhanced by having students concentrate on revision in their own writing.
Editing—The step where mechanics (capitalization, spelling, spacing between words, indentations, handwriting, etc.) becomes the focus of the writing is editing.
Publishing—The last step in the writing process is publishing, which means “to make public” in some form or fashion. Students should not take every piece of writing to the publishing stage because they need to focus on quality over quantity. When publishing is done, publishing can take many forms. Sharing the writing with a classmate, sending the piece to a special person, posting writing on bulletin boards or in the hall, compiling a class book, or even making books to be shared in the library or off-site are all possibilities.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.
In addition to the expectations through fourth grade, fifth grade stories should be imaginative with a clearly defined focus, plot, and point of view with a believable setting developed through sensory details, including dialogue that develops the story.
Fifth grade students also write poetry using rhyme, meter, and patterns of verse to convey sensory details. It should also include poetic techniques, figurative language, and graphic elements.
(17) Writing. Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience.
Students are encouraged to write about their own experiences, but may also enjoy writing fantasy or imaginative pieces on occasion. At fifth grade, students need to write fluently and incorporate more sophisticated conventions. Fifth grade students are encouraged to take risks in their writing, trying new or different techniques.
Important personal experiences are the day-to-day events that make up our lives. It is important that students begin with something that happens and then make connections that result in “importance” in their lives.
(18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
Fifth grade students create multi-paragraph essays with effective introductions and conclusions, include specific facts, details, and examples in an organized structure using a variety of sentence structures and transitions to guide the reader’s understanding of key ideas and evidence.
Fifth graders should write formal and informal letters including important information, using appropriate conventions, and demonstrating a sense of closure. These should be written throughout the year to address authentic purposes.
Incorporate writing into reading by using written responses to evaluate students’ understanding of literary and expository texts.
(19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.
Fifth grade students should be encouraged to discuss issues and themes that are relevant to their lives. Discussions lead to opportunities to develop ideas and write persuasive pieces. Persuasive writing that establishes a position and includes sound reasoning encourages critical thinking and understanding of other’s ideas. Students should cite detailed and relevant evidence, and give consideration to alternatives.
Persuasive letters to the principal, librarian, cafeteria manager, janitor, or other teachers about campus concerns are easily implemented in fifth grade.
(20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity.
Appropriate conventions for fifth grade:
Understand and use present, past, future tense, irregular, and active verbs when speaking, reading, or writing.
Understand and use singular, plural, common, collective, and proper nouns when speaking, reading, or writing
Adjectives, descriptive (including origin), and comparative and superlative forms
Increase understanding of adverbs to include frequency and intensity
Understand and use prepositions and prepositional phrases to convey time, location, direction, or to provide details
Increase understanding to include indefinite pronouns
Understand and use transitional words
Fifth graders learn to speak and write in complete sentences with correct subject-verb agreement
Use complete subject and complete predicate in sentences
Use complete simple and compound sentences with correct subject-verb agreement
(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
Capitalize abbreviations, initials and acronyms, and organizations
Recognize and use commas in compound sentences and proper punctuation and spacing for quotations.
Use proper mechanics including italics and underlining for titles and emphasis
(22) Oral and Written Conventions/Spelling. Students spell correctly.
Spell words with more advanced orthographic patterns and rules such as consonant changes (e.g., /t/ to /sh/ in select, selection), vowel changes (e.g., long to short in crime, criminal), and silent and sounded consonants (e.g., haste, hasten)
Spell words with Greek Roots, Latin Roots, Greek suffixes, and Latin derived suffixes
Differentiate between commonly confused terms (e.g., affect, effect)
Use spelling patterns and rules and print and electronic resources to determine and check correct spellings
Know how to use the spell-check function in word processing while understanding its limitations
help on how to format text
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